• The Mathematical Education
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• v.50 no.4
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• pp.507-520
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• 2011

Teaching and learning in schools can be influenced by the ways in which curriculum is understood in terms of its characteristics and range. Viewing curriculum as encompassing all activities pertaining to teaching and learning allows us to examine various aspects of education through curriculum studies. In this respect, this study explores the trends in research on K-12 mathematics curriculum by examining prior studies' research topics categorized into five themes in curriculum studies. In addition, implications for future research are discussed based on the findings of this study.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.631-655
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• 2015

Children's early mathematics education sets the tone for their later learning of mathematics. So the importance of early mathematics education has been emphasized day by day and there has been growing interest in it. The purpose of this study is to examine the possibility of including standards for kindergarten in mathematics curriculum and to select the specific content knowledge for designing mathematics curriculum focusing on continuity of kindergarten and first grade. To do this, continuity between kindergarten mathematics and the first grade mathematics were examined by investigating the five countries' mathematics curricula which include kindergarten level. Based on the results, the content standards of kindergarten mathematics were constituted in the categories of 'number and operation', 'geometry', 'measurement', 'pattern', and 'data and chance', following the some principles of selection. Finally, the implications for attainment of continuity between kindergarten and elementary mathematics were induced, containing the discussion of the methods for teaching and learning mathematics in the kindergarten level.

• Research in Mathematical Education
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• v.1 no.1
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• pp.43-59
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• 1997

Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a "differentiated" curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for "Selective Educational Period" (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.

• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.453-469
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• 2005

In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• Research in Mathematical Education
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• v.1 no.1
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• pp.7-12
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• 1997

The curriculum differentiation is supposed to maximize individual strength and possibilities of the students, and to maximize educational efficiency by differentiating the instructions according to students' abilities, aptitudes, needs and interests. The Ministry of Education has suggested a stepwise model for school mathematics. This model is named "Stepwise Curriculum Differentiation"(段階別 敎育課程 差別化). In this paper, we would like to make a specific proposal for the 7th curriculum. Our proposal reflects fully the guidelines of the Ministry of Education. It is also based on the national curriculum history up to the present time. It could be used as a reference for the continuing work of curriculum reformation. We suggest dividing the contents of mathematics for 1-10th graders into about 15 steps, to use the step-based textbooks instead of the grade-based ones, and to prepare evaluation standards for each step. We also suggest that the classes for grades 11-12 be organized according to their optional courses and/or their steps.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.231-245
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• 2009

The purpose of this study is to develop a contents when we are going to introduce cryptography and information security for vocational high school students. For this we do a survey of the students' level for understanding of information security and the 7th curriculum for school mathematics, 2007 revised curriculum for school mathematics, the curriculum for vocational high school, and we search for the material that connects between mathematics subjects and vocational subjects. We develop a text book that introduces information security and cryptography. After we teach vocational high school students by using this developed book, we get the result that learning cryptography with computer programming makes a good motivation of learning mathematics and roles a parameter between mathematics curriculum and vocational curriculum. As a result we propose that the developed contents can be used in 'Practical Mathematics' in the 7th curriculum for school mathematics or 'Application of Mathematics' in 2007 revised curriculum for school mathematics.

• School Mathematics
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• v.12 no.4
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• pp.667-686
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• 2010

The mathematics curriculum revision is currently underway based on the general curriculum revised in 2009. Two of the controversial issues in mathematics curriculum revision are 'grade band' and 'mathematical process'. To consider the introduction of those two aspects in mathematics curriculum, this study compares and analyzes international mathematics curricula focusing on grade band and mathematical process. As a result, grade band is judged to be not necessary, but mathematical process has a potential to provide practical implication for betterment of mathematics textbook and lesson.

• School Mathematics
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• v.17 no.1
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• pp.119-134
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• 2015

The purpose of this study was to specify knowledge and skills that are expected to be learned by students worldwide at the elementary level of Mathematics. This was achieved by extracting knowledge and skills commonly expected to know and perform in elementary school level by analyzing elementary math curriculum of twelve countries that vary geographically and economically. Based on the data gathered and analyzed, the common domains extracted from this study in elementary level Mathematics include Number and Operations, Geometry, Measurement and Data. And knowledge and skills that children are expected to achieve in each domain by the end of primary school were listed. This research showed that for elementary level Mathematics, the majority of the curricula had the commonalities in Number and Operations, Geometry, Measurement and Data. Though this study had the limitations of analyzing curriculum documents open to public, this study will offer the ground for discussion on the elementary mathematics education in a global context.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.125-143
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• 2002

The concept of "set" in school mathematics has undergone many changes according to the revision of curriculum and the transition of the paradigm in mathematics education. In the discipline-centered curriculum, a set was a representative concept which reflected the spirit of New Math. After the Back to Basics period, the significance of a set concept in school mathematics has been diminished. First, this paper elaborated several controversial aspects of the terms related to set, such as a collection and a set, a subset, and an empty set. In addition, the changes of the significance imposed to a set concept in school mathematics were investigated. Finally, this paper provided two alternative approaches to introduce and explain a set concept which emphasized both mathematical rigor and learner's psychology.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.145-162
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• 2002

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning and the assessment standards were also developed to differentiate students' levels of achievement at school mathematics. The achievement standards were developed on the following guidelines; 1) to present the minimum standards based on the national curriculum, 2) to develop the standards based on the order of curriculum, 3) to suggest the minimum but ultimate achievement target, 4) to comprise not only of the intellectual but also of psychological spheres such as knowledge, function, attitude, aptitude, etc., and 5) to suggest the standards comprehensively and concretely. The standards were developed on the basis of the middle areas of contents of the curriculum in order not to be too comprehensive, nor to be too detailed. Learning activities, on the other hand, were provided for the assistance of instructions with emphasis on creativity rather than on the routine instruction. The assessment standards were established based on the following principles; 1) to establish the assessment methods, contents, and situations which are to be used for assessment, 2) to establish the criteria of classifying the assessed into the upper, intermediate and lower levels, 3) to develop the assessment standards in a proportionate balance to achievement standards, 4) to establish the intermediate level as a standard, and 5) to establish the minimum level in the contents, concepts, values and attitudes of basic learning. This study also suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.